Normal  School  Bulletin 


‘ PUBLISHED  BY  THE  EASTERN  ILLINOIS  STATE  NORMAL  SCHOOL 


Entered  March  5,  1902,  as  second-class  matter,  at  the  Post-office  at  Charleston,  Illinois, 

Act  of  Congress,  July  16,  1894. 


CHARLESTON,  ILLINOIS,  OCTOBER  1,  1903. 


No.  7. 


THE  SCHOOL  LIBRARY 

\ 

By  FLORENCE  M.  BECK,  B.  L.  S. 

Librarian 


The  development  in  the  student  of  the  power  to  continue 
his  education  after  leaving  school  is  of  cardinal  importance. 
The  means  for  the  attainment  of  this  end  are  the  cultivation 
of  the  student’s  reading  habit  and  the  development  of  his 
literary  taste.  The  privilege  of  intimate  companionship  with 
good  books  should,  therefore,  be  given  in  every  school  and 
the  inevitable  desire  for  reading  thus  turned  toward  the  best 
literature. 

It  is  the  purpose  of  this  paper  to  set  forth  the  importance 
of  the  library  in  schools;  some  of  the  principles  to  be 
observed  in  the  selection  of  books;  the  mechanical  manage¬ 
ment  of  books  and  a  list  of  books  recommended  for  such  a 

library. 

Many  teachers  do  not  appreciate  the  necessity  of  a  school 
om  library.  To  some  it  seems  a  luxury  and  to  others  an 


EASTERN 


ILLINOIS 


STATE 


impossibility.  They  do  not  seem  to  realize  that  while  the 
child  is  confining  his  reading  to  a  limited  number  of  text¬ 
books,  dog-eared  and  pencil-marked,  handed  down  from 
older  brothers  or  sisters,  he  is  starving  for  that  which  might 
be  supplied  by  a  little  exertion  on  the  part  of  the  teacher. 

President  Eliot  says  that  lifelong  happiness  and  increasing 
intelligence  are  best  assured  by  the  foundation  in  early  youth 
of  the  taste  for  good  books.  He  explicitly  states  that  “School¬ 
ing  which  results  in  this  taste  for  good  reading,  however 
unsystematic  or  eccentric  the  schooling  may  have  been,  has 
achieved  a  main  end  of  democratic  education,  and  that 
schooling  which  does  not  result  in  implanting  this  permanent 
taste  has  failed.” 

In  December  1901,  The  Outlook  published  ten  short 
articles  on  the  subject — Best  Books  for  Children.  These 
articles  were  written  by  successful  writers  of  children’s 
stories,  or  by  those  who  by  reason  of  special  study  of  the 
subject  are  qualified  to  speak  with  authority.  Though  some 
wide  differences  occur,  there  is  substantial  unanimity  among 
the  writers  in  the  recognition  that  the  mind  of  the  child  ought 
to  have  almost  unrestricted  access  to  the  reading  which  it 
craves.  The  healthy  child  may  be  allowed  to  browse  in  a  well 
selected  library  with  entire  safety.  His  curiosity  will  carry 
him  far  and  wide  and  his  innocence  will  protect  him  from  that 
knowledge  of  life  which  at  his  years  would  be  harmful.  He 
will  do  his  own  selecting  and  not  unwisely.  He  will  probably 
not  make  more  mistakes  than  we  should  were  we  to  select  for 
him. 

In  selecting  the  books  for  a  school  library  care  should  be 
taken  that  they  are  not  wholly  for  the  upper  grades.  Lively, 
wholesome  books  must  be  furnished  for  the  young  children. 

In  primary  grades  where  the  object  is  to  cultivate  a  taste 
for  reading,  the  books  must  obviously  be  interesting. 

—2— 


NORMAL 


SCHOOL 


BULLETIN 


This  encouragement  of  book  reading  is  the  most  important 
service  performed  by  the  library  of  the  primary  school,  where 
the  traditions  and  methods  so  often  keep  the  children  from 

first  hand  acquaintance  with  real  literature. 

In  the  secondary  school,  the  object  in  selecting  books  for 

the  library  is  not  so  much  the  forming  of  a  taste  for  reading 
as  it  is  the  guiding  or  cultivating  of  the  taste  already  formed ; 
and  for  this  reason,  great  care  should  be  taken  to  put  nothing 
but  good  literature  upon  the  shelves. 

When  the  children  and  parents  have  fairly  grasped  the 
idea  that  books  are  a  means  of  pleasure  and  that  they  inspire 
to  better  living,  the  library  will  grow. 

If  the  teacher  must  choose  for  the  first  purchase  between 
a  few  entertaining  and  inspiring  stories  and  a  few  books  of 
information  like  the  children’s  encyclopoedias  he  should 
choose  the  former.  The  necessity  for  books  of  reference 
arises  from  the  reading  of  other  books.  The  wholesome 
books  that  are  read  for  pleasure  will  produce  the  desire  to 
buy  books  of  information. 

The  teacher  who  would  secure  a  school  library  should 
therefore  know  the  children’s  classics.  If  he  does  not  know 
them  and  cannot  find  time  to  read  them  he  must  learn  of 
them  through  those  who  do. 

Every  child  ought  to  know  Homer.  Professor  Palmer’s 
prose  translation  of  The  Odyssey  is  a  story  of  adventure  and 
action  which  lends  itself  to  the  appreciation  of  the  child  as 
readily  as  would  the  same  narrative  told  with  inferior  skill. 

Shakespeare  is  interesting  to  boys  and  girls  of  school  age. 
They  fasten  upon  the  story- element  long  before  they  under¬ 
stand  the  poetry;  but  into  their  imagination  the  poetry 
unconsciously  passes  to  become  a  part  of  their  intellectual 
capital  for  the  future. 

Care  should  be  taken  in  selecting  books  for  the  youngest 
children.  Folk-tales  and  fairy  stories  of  all  literatures  were 

—3— 


EASTERN 


ILLINOIS 


STATE 


not  written  for  children ;  but  many  of  them  are  enjoyed  by 
the  very  young  and  belong  pre-eminently  to  them;  for  they 
express  the  mind  of  the  race  in  its  childhood,  dealing  with  the 
things  which  are  of  universal  interest.  It  is  a  great  mistake 
to  limit  the  reading  of  children  to  books  especially  prepared 
for  them;  to  children  as  much  as  to  their  seniors  belong  the 
best  books  in  the  world. 

Lowell  says,  “There  is  a  choice  in  books  as  in  friends  and 
the  mind  sinks  or  rises  to  the  level  of  its  habitual  society.’  ’ 

In  art  and  music  the  best  is  given  from  the  beginning. 
This  should  be  no  less  true  of  literature.  Tinkered  classics 
and  mutilated  plays  and  poems  blunt  the  appetite  for  the 
complete  works. 

It  is  quite  as  easy  to  interest  children  in  the  best  lyric 
poems  of  Wordsworth  as  in  the  imitative  jingle  which  is  so 
often  imposed  upon  them  because  it  is  supposed  to  be  inter¬ 
esting  to  them.  The  divine  language  of  “The  Brook/ ’  “The 
Skylark”  and  “The  Cloud”  is  destroyed  by  putting  them  into 
the  language  of  the  child. 

A  library  should  always  contain  matter  just  a  little  beyond 
the  present  ability  of  the  school  to  understand.  A  collection 
made  up  of  books  within  the  comprehension  of  those  who  use 
them  will  fail  in  one  of  its  chief  purposes,  the  suggestion  of  a 
field  of  attraction  beyond  the  customary  commonplace.  It  is 
from  the  book  that  is  a  little  hard  for  him  that  the  child 
learns  most. 

If,  then,  the  child’s  best  culture  demands  familiarity  with 
books,  the  schools  should  furnish  libraries  to  supply  the  lack 
in  the  home. 

Beside  fostering  a  love  of  reading  the  library  should  be 
such  as  to  aid  the  routine  work  of  the  school,  encourage  vol¬ 
untary  work,  and  make  the  pupils  in  the  higher  grades 
acquainted  with  the  best  intellectual  work  of  the  day. 


4 


NORMAL  SCHOOL  BULLETIN 


In  selecting  the  books  for  a  library,  teachers,  for  the  ask¬ 
ing,  may  obtain  printed  lists  which  have  been  prepared  with 
much  care. 

The  Catalog  of  the  “A.  L.  A.”  Library,  five  thousand  vol¬ 
umes  selected  by  the  American  Library  Association  and  shown 
at  the  World’3  Columbian  Exposition,  may  be  obtained  of  the 
U.  S.  Bureau  of  Education,  Washington,  D.  C. 

Several  of  the  State  Departments  of  Instruction  have  pre¬ 
pared  lists,  among  the  best  of  which  are  those  from  Minnesota 
and  Wisconsin. 

Catalogues  and  finding  lists  may  be  obtained  from  public 
libraries.  These  are  often  classified  lists  and  are  an  aid  in 
classifying  the  books  of  a  school  library. 

Every  library  must  be  equipped  with  a  certain  amount  of 
material  to  aid  in  its  usefulness  and  secure  its  preservation 
and  there  is  little  use  in  accumulating  books  until  this  is 
provided. 

A  record  of  the  accessions  to  the  library  should  be  kept  in 
a  permanently  bound  book.  This  may  be  a  blank  book  ob¬ 
tained  from  any  stationer  but  better  than  that  is  one  prepared 
for  the  purpose  by  the  Library  Bureau. 

The  teacher  in  charge  of  a  library  should  at  any  time  bo 
able  to  tell  who  has  a  certain  book  and  how  long  it  has  been 
out.  For  this  purpose  there  must  be  a  charging  system 
which  may  be  simple  or  complex  according  to  the  size  of  the 
library  and  the  funds  at  its  disposal. 

For  greater  facility  in  charging  as  well  as  for  better  ar¬ 
rangements  on  the  shelves,  the  books  should  be  classified.  A 
school  library  should  choose  a  system  which  has  a  short  and 
simple  notation. 

The  Dewey  Decimal  Classification  is  appropriate  for  a 
small  library  and  is  capable  of  extension  as  the  library  grows. 
It  also  has  the  advantage  of  being  generally  used ;  so  that  the 


—5— 


EASTERN 


ILLINOIS 


STATE 


child  once  familiar  with  the  principles  of  the  system  will  find 
them  of  service  when  he  uses  the  books  of  other  libraries. 

In  the  Dewey  Decimal  Classification  all  literature  is  divid¬ 
ed  into  ten  classes. 

000 — General  Works. 

100 — Philosophy. 

200 — Religion. 

300 — Sociology. 

400 — Philology. 

500 — Natural  Science. 

600 — Useful  Arts. 

700 — Pine  Arts. 

800 — Literature. 

900 — History. 

These  classes  are  each  divided  into  ten  divisions  and  the 
divisions  divided  into  ten  sections.  By  continuing  this  proc¬ 
ess  places  are  made  for  the  almost  infinite  variety  of  subjects 
upon  which  books  are  written. 

The  small  library  may  have  volumes  of  collected  essays 
and  scattering  volumes  of  periodicals  that  contain  much  ma¬ 
terial  which  is  valuable  if  accessible  but  not  likely  to  be  used 
unless  indexed.  Often  these  articles  are  the  only  material 
which  a  small  library  has  on  these  subjects.  To  supplement 
the  books  on  these  subjects  the  small  library  should  index 
under  subject  valuable  articles  in  these  odd  volumes. 

If  this  indexing  is  done  upon  cards  obtainable  for  such 
work  a  very  simple  card  catalogue  will  be  the  result  and  will 
be  of  great  value  as  the  library  increases. 

More  or  less  formal  administration  lends  dignity  to  the 
library  and  insures  its  protection.  There  must  be  system 
and  a  certain  amount  of  formality  in  the  treatment  of  the 
libraries  to  enlist  the  intelligent  interest  of  pupils.  The  de¬ 
vices  of  larger  libraries  should  be  employed,  not  in  the  way  of 
encumbering  the  administration  but  of  making  it  orderly. 

—6— 


NORMAL 


SCHOOL 


BULLETIN 


There  is  always  some  mechanical  work  to  be  done  if  the 
library  is  operated  successfully.  Much  of  this  may  be  put 
in  the  hands  of  the  more  trustworthy  pupils. 

After  the  books  have  arrived  from  the  dealer  they  should 
be  checked  with  the  bill  before  anything  else  is  done  as  that 
is  the  time  to  rectify  errors  if  any  have  occurred  in  filling  the 
order.  The  books  should  then  have  the  name  of  the  library 
stamped  or  written  in  two  or  three  places,  a  label  put  on  the 
back  and  the  leaves  pressed  open  carefully  to  avoid  breaking 
the  binding  at  the  back. 

Then  follow  in  order  the  processes  of  classifying,  acces¬ 
sioning,  and  cataloguing  and  the  book  is  ready  for  circulation. 

Work  upon  the  books  does  not  end  here,  however,  for 
leaves  will  get  torn  and  bindings  will  loosen. 

With  a  coarse  needle  and  linen  thread  one  can  often  tighten 
a  loosened  back  before  replacing  the  cover.  The  back  may 
then  be  strengthened  by  putting  a  strip  of  adhesive  cloth 
along  the  inside  where  the  leaves  had  loosened  from  the 
cover. 

Torn  leaves  can  be  mended  by  the  use  of  adhesive  parch¬ 
ment  paper  and  a  single  leaf  which  has  become  loose  is  most 
easily  replaced  by  a  little  paste.* 

A  new  back  needed  to  replace  the  old  one  can  be  made  of 
book  cloth  which  may  be  obtained  of  any  binder  at  very 
slight  expense. 

Within  the  past  year  we  have  had  the  pleasure  of  select¬ 
ing  and  organizing  a  school  library  in  one  of  the  schools  of 
Coles  county.  The  list  of  books  ordered  is  appended  to  this 
article  and  the  library  was  organized  upon  the  same  princi¬ 
ples  as  those  prescribed  herein.  The  teacher,  through  whose 
zeal  the  required  funds  were  raised,  reports  that  the  library 

♦Adhesive  Cloth,  20c  an  envelope,  and  Adhesive  Parchment  Paper,  15c  an  envelope, 
in  strips,  may  be  obtained  from  Gaylord  Bros.,  Syracuse,  N.  Y. 

Transparent  Adhesive  Tissue  in  sheets,  10c  an  envelope,  and  Adhesive  Mending  Tape 
in  100-yd.  rolls,  75c,  may  be  obtained  from  The  Multum  in  Parvo  Binding  Co.,  Philadel¬ 
phia,  Pa. 


7 


EASTERN 


ILLINOIS 


STATE 


has  already  had  an  influence  in  the  school  and  in  the  com¬ 
munity  and  that  the  work  of  adding  to  the  library  will  be 
comparatively  easy. 

In  every  library  there  should  be  few  restrictions  in  the  use 
of  books.  One  of  the  strongest  arguments  for  the  existence 
of  a  school  library  is  that  the  books  are  at  hand  when  wanted. 
A  student  who  does  not  at  first  care  for  books  will  be  more  or 
less  unconsciously  influenced  by  their  presence  and  if  allowed 
to  rove  among  them  will  surely  find  something  to  interest  him 
and  will  absorb  many  other  things  by  the  way. 

Lowell  says:  “Formerly  the  duty  of  a  librarian  was  con¬ 
sidered  too  much  that  of  a  watch -dog,  to  keep  people  as  much 
as  possible  away  from  the  books  and  hand  these  over  to  his 
successor  as  little  worn  by  use  as  he  could.” 

Fortunately  the  spirit  has  changed  within  the  last  few 
years  and  librarians  look  with  pride  upon  the  book  which  has 
been  worn  by  much  use.  Access  to  the  shelves  will,  however, 
save  work  for  the  one  in  charge  and  will  serve  as  a  protection 
against  loss  by  theft  by  inculcating  a  sense  of  ownership  and 
of  pride.  The  most  valuable  result  of  open  shelves  for  young 
people  is  that  it  develops  a  desire  to  own  books,  at  first  per¬ 
haps  for  furniture  but  later  for  their  companionship. 

These  suggestions  are  offered  to  the  school  librarian  who 
is  supposed  to  be  a  teacher  with  limited  knowledge  of  library 
methods.  They  are  offered  because  of  a  knowledge  that  many 
schools  are  without  any  collection  of  books  Which  may  be 
termed  a  library  and  that  most  of  those  that  do  contain  such 
a  collection  fall  short  of  their  usefulness  because  the  teacher 
lacks  the  knowledge  necessary  for  their  most  efficient  care. 

It  is  hoped,  however,  that  the  library  movement  will  not  as 
ITorace  Scudder  fears,  “Be  started  with  enthusiasm  and  then 
gradually  lose  its  impetus.” 


NORMAL 


SCHOOL 


BULLETIN 


A  SUGGESTIVE  LIST  OF  BOOKS  SUITABLE  FOR  A  SCHOOL  LIBRARY. 


FICTION. 


LIST.  PRICE. 


Alcott,  L.  M. 


Aldrich,  T.  B. 
Allen,  J.  L. 
Anderson,  H.  C. 
Andrews,  Jane. 


*Little  men. 

Little,  Brown  &  Co.,  Boston. 
Little  women. 

Little,  Brown  &  Co.,  Boston. 

Story  of  a  bad  boy. 
Houghton,  Mifflin  &  Co.,  Boston. 

Kentucky  Cardinal. 
Macmillan  &  Co.,  N.  Y. 

Fairy  tales. 

Houghton,  Mifflin  &  Co.,  Boston. 

Each  and  all. 

Ginn  &Co.,  Boston. 


Seven  little  sisters. 

Ginn  &  Co.,  Boston. 

Ten  boys. 

Ginn  &  Co.,  Boston. 

Bullen,  F.  T.  Cruise  of  the  Cachalot. 

D.  Appleton  &  Co.,  N.  Y. 

Burnett,  Mrs.  F.  H.  Little  Lord  Fauntleroy. 

Chas.  Scribner’s  Sons,  N.  Y. 


Carroll,  Lewis. 


Clemens,  S.  L. 
Cooper,  J.  F. 


Alice’s  adventures  in  Wonder¬ 
land. 

A.  L.  Burt,  N.  Y. 

Tom  Sawyer. 

Harper  &  Bros.,  N.  Y. 

Last  of  the  Mohicans. 

A.  L.  Burt,  N.  Y. 


Pilot. 

A.  L.  Burt,  N.  Y. 

Dana,  R.  H.  Two  years  before  the  mast. 

Houghton,  Mifflin  &  Co.,  Boston. 


$1.25 

1.25 

‘.70 

1.00 

.50 

.50 

.50 

.50 

1.50 

1.25 

.75 

1.75 

.75 

.75 

.70 


♦The  capitalization  of  the  list  is  in  conformity  with  the  rules  adopted  by  library 
schools  in  preparing  library  lists  and  not  in  accordance  with  rules  generally  laid  down  by 
grammars  and  rhetorics. 


9 


EASTERN 

ILLINOIS  STATE 

Defoe,  Daniel. 

Robinson  Crusoe. 

Houghton,  Mifflin  &  Co.,  Boston.  .60 

Dickens,  Charles.  Christmas  carol  and  Cricket 

on  the  hearth. 


Dodge,  M.  M. 

Houghton,  Mifflin  &  Co.,  Boston.  .50 

David  Copp8rfield. 

Thomas  Nelson  &  Sons,  N.  Y.  1.00 

Tale  of  two  cities. 

Thomas  Nelson  &  Sons,  N.  Y.  1.00 

Hans  Brinker. 

Chas.  Scribner’s  Sons,  N.  Y.  1.50 

Eggleston,  E. 

Hoosier  schoolmaster. 

Orange  Judd  Co.,  N.  Y.  1.00 

Eliot,  George. 

Romola. 

A.  L.  Burt,  N.  Y.  1.00 

Goldsmith,  Oliver.  Vicar  of  Wakefield. 

Houghton,  Mifflin  &  Co.,  Boston.  .60 
Grahame,  Kenneth.  Golden  age. 


Hale,  E.  E. 

John  Lane,  N.  Y.  1.00 

Man  without  a  country. 

Little,  Brown  &  Co.,  .50 

Harris,  J.  C. 

Uncle  Remus. 

D.  Appleton  &  Co.,  N.  Y.  2.00 

Harte,  Bret. 

Luck  o’  Roaring  Camp. 

Houghton,  Mifflin  &  Co.,  Boston.  1.00 

Hawthorne,  N. 

Grandfather’s  chair. 

A.  L.  Burt,  N.  Y.  .75 

Wonderbook  and  Twice 
told  tales. 

Houghton,  Mifflin  &  Co  ,  Boston.  .70 

Hughes,  T.  F.  S.  A.  Tom  Brown’s  school  days. 

Houghton,  Mifflin  &  Co.,  Boston.  .60 

Irving,  Washington.  Sketchbook. 

G.  P.  Putnam’s  Sons,  N.  Y.  .75 

Kingsley,  Charles.  Waterbabies. 


A.  L.  Burt,  N.  Y. 
—10— 


.75 


NORMAL 

SCHOOL  BULLET 

I  N 

Kipling,  Rudyard.  Jungle  book. 

Century  Co.,  N.  Y. 

1.50 

Lamb,  Charles  &  Mary  Tales  from  Shakespeare. 

Macmillan  &  Co.,  N.  Y. 

.50 

Lang,  Andrew. 

Blue  fairy  book. 

A.  L.  Burt,  N.  Y. 

1.00 

Lytton,  E.  G.  Bulwer-  Last  days  of  Pompeii. 

Little,  Brown  &  Co.,  Boston. 

1.25 

Mulock,  Dinah. 

Adventures  of  a  brownie. 

A.  L.  Burt,  N.  Y. 

.75 

Munroe,  Kirk. 

Flamingo  feather. 

Harper  &  Bros.,  N.  Y. 

1.00 

Ollivant,  Alfred. 

Bob,  son  of  Battle. 

Doubleday,  Page  &  Co.,  N.  Y. 

1.50 

Page,  T.  N. 

Two  little  confederates. 

Chas.  Scribner’s  Sons,  N.  Y. 

1.50 

Poe,  E.  A. 

Gold  bug  and  The  raven. 

Houghton,  Mifflin  &Co.,  Boston. 

.40 

Pyle,  Howard. 

Merry  adventures  of  Robin  Hood. 

Chas.  Scribner’s  Son’s,  N.  Y. 

3.00 

Rame,  Louisa  de  la  Dog  of  Flanders. 

J.  B.  Lippincott  &Co.,  Philadelphia. 

.60 

Reade,  Charles 

Never  too  late  to  mend. 

Harper  &  Bros.,  N.  Y. 

.75 

Richards,  L.  E. 

Captain  January. 

Estes,  Dana  &  Co.,  Boston. 

.50 

Ruskin,  John. 

King  of  the  Golden  River. 

Ginn  &  Co.,  Boston. 

.25 

Saunders,  Marshall.  Beautiful  Joe. 

Amer.  Baptist  Pub.  Soc’y, 

Philadelphia. 

.60 

Scott,  Sir  Walter, 

Ivanhoe. 

Houghton,  Mifflin  &  Co.,  Boston. 

.70 

Sewell,  Anna. 

Black  Beauty. 

A.  L.  Burt,  N.  Y. 

.75 

Smith,  F.  H. 

Tom  Grogan. 

Houghton,  Mifflin  &  Co.,  Boston. 
—11— 

1.50 

EASTERN 


ILLINOIS 


STATE 


Stevenson,  R.  L.  Kidnapped. 

A.  L.  Burt,  N.  Y. 

Treasure  Island. 

A.  L.  Burt,  N.  Y. 

Stowe,  Mrs.  H.  B.  Minister’s  wooing. 

Houghton,  Mifflin  &  Co.,  Boston. 

Uncle  Tom’s  cabin. 

A.  L.  Burt,  N.  Y. 

Thackeray,  W.  M.  Vanity  fair. 

Thomas  Nelson  &  Sons,  N.  Y. 

Waterloo,  Stanley.  Story  of  Ab. 

Doubleday,  Page  &  Co.,  N.  Y. 

White,  W.  A.  Court  of  Boyville. 

Doubleday,  Page  &  Co.,  N.  Y. 

Wiggin,  Mrs.  K.  D.  Birds’ Christmas  Carol. 

Houghton,  Mifflin  &Co.,  Boston. 

Timothy’s  quest. 

Houghton,  Mifflin  &  Co.,  Boston 

Zollinger,  Mrs.  G.  Widow  O’Callaghan’s  boys. 

A.  C.  McClurg  &  Co.,  Chicago. 

POETRY. 

Field,  Eugene.  Love  songs  of  childhood. 

Chas.  Scribner’s  Sons,  N.  Y, 
Longfellow,  H.  W.  Poems. 

Houghton,  Mifflin  &  Co.,  Boston. 

Riley,  J.  W.  Rhymes  of  childhood. 

Bowen,  Merrill  &  Co.  Indianapolis. 

Stevenson,  R.  L.  Child’s  garden  of  verses. 

Chas.  Scribner’s  Sons,  N.  Y. 

HISTORY  AND  BIOGRAPHY. 

Fiske,  John.  War  of  Independence. 

Houghton,  Mifflin  &  Co.,  Boston. 

Gilman,  Arthur.  Rome. 

G.  P.  Putnam’s  Sons,  N.  Y. 
Gould,  S.  Baring-  Germany. 

G.  P.  Putnam’s  Sons,  N.  Y. 

—12— 


.75 

.75 

1.00 

.75 

1.00 

1.50 

1.25 

.50 

1.00 

1.25 

1.00 

1.00 

1.25 

1.00 

.40 

1.50 


1.50 


NORMAL 


SCHOOL 


BULLETIN 


Harrison,  J.  A.  Story  of  Greece. 

G.  P.  Putnam’s  Sons,  N.  Y.  1.50 

Hart,  A.  B.  Formation  of  the  Union. 

Longmans  Green  &  Co.,  N.  Y.,  1.25 

Source  book  of  Amer.  history. 
Macmillan  &  Co.,  N.  Y.  .60 

Higginson,  T.  W.  Larger  history  of  the  United 

States. 

Harper  &  Bros.,  N.  Y.  2.00 

— - and\  English  history  for  Americans. 

Channing,  E.  J  Longmans,  Green  &  Co.,  N.  Y.  1.20 

Lebon,  Andre.  Modern  France. 

G.  P.  Putnam’s  Sons,  N.  Y.  1.50 

MacCoun,  Townsend.  Historical  geography  of  the 

United  States. 

Silver,  Burdett  &  Co.,  N.  Y.  .90 

McLaughlin,  A.  C.  History  of  the  American  nation. 

D.  Appleton  &  Co.,  N.  Y.  1.40 

Parkman,  Francis.  Pioneers  of  France  in  the 

new  world. 

Little,  Brown  &  Co.,  Boston.  1.50 

Quincy,  Josiah.  *  Figures  of  the  past. 

Little,  Brown  &  Co.,  Boston.  1.50 

Starr,  Frederick.  American  Indians. 

D.  C.  Heath  &  Co.,  Boston.  .45 

Thwaites,  R.  G.  Colonies. 

Longmans,  Green  &  Co.,  N.  Y.  1.25 

Wilson,  Woodrow.  Division  and  reunion. 

Longmans,  Green  &  Co.,  N.  Y.  1.25 

Baldwin,  James.  Four  great  Americans. 

Werner  School-Book  Co.,  Chicago.  .50 

Eggleston,  Edward.  Stories  of  great  Americans  for 

little  Americans. 

American  Book  Co.,  N.  Y.  .40 

Franklin,  Benjamin.  Autobiography. 

G.  P.  Putnam’s  Sons,  N.  Y.  .50 


—13— 


EASTERN 


ILLINOIS 


STATE 


Hubbard,  Elbert. 
Lodge,  H.  C. 

Carpenter,  F.  G. 

Shaler,  N.  S. 

Tarr,  R.  S.  and  1 
McMurry,  F.  M.  j 

Danaj  Mrs.  W.  S. 

Frye,  A  E. 

Harrington,  W.M 
Long,  William. 


Little  journeys  to  the  homes 
of  good  men  and  great. 

G.  P.  Putnam’s  Sons,  N.  Y.  1.75 

George  Washington,  2  v. 

Houghton,  Mifflin  &  Co.,  Boston.  2.50 

GEOGRAPHY. 

Geographical  readers. 

N.  Amer.,  S.  Amer.,  Asia., 

Europe. 


American  Book  Co.,  N.  Y.  3.10 

Outlines  of  the  earth’s  history. 

D.  Appleton  &  Co.,  N  Y.  1.75 

Story  of  our  continent. 

Ginn  &  Co.,  Boston.  .85 

Geographies,  3  v. 

Macmillan  &  Co.,  N.  Y. 

v.  1.  Home  geography.  .75 

v.  2.  North  America.  .75 

y.  3.  Europe  and  other 

continents.  .75 

SCIENCE. 

Plants  and  their  children. 

American  Book  Co.,  N.  Y.  .63 

How  to  know  the  wild  flowers. 

Chas.  Scribner’s  Sons,  N.  Y.  1.25 

Brooks  and  brook  basins. 

Ginn  &  Co.,  Boston.  .89 

Child  and  nature. 

Ginn  &  Co.,  Boston.  .89 

About  the  weather. 

D.  Appleton  &  Co.,  N.  Y.  .65 

Secrets  of  the  woods. 

Ginn  &  Co.,  Boston.  .50 

Ways  of  wood  folk. 

Ginn  &  Co.,  Boston.  .50 


—14 


NORMAL 


SCHOOL 


BULLETIN 


Wilderness  ways. 

Ginn  &  Co.,  Boston.  .45 

Mathews,  F.  S.  Familiar  features  of  the 

roadside. 

D.  Appleton  &  Co.,  N.  Y.  1.75 

Thompson,  E.  Seton-  Lives  of  the  hunted. 

Chas.  Scribner’s  Sons,  N.  Y.  1.75 

Wild  animals  I  have  known. 

Chas.  Scribner’s  Sons,  N.  Y.  2.00 

Wilson,  L.  L.  W.  Nature  study  in  elementary 

schools. 

Macmillan  &  Co.,  N.  Y. 

v.  1  &  2.  .70 

v.  3.  Teacher’s  manual.  .90 

Wright,  M.  O.  and\  Citizen  Bird. 

Coues,  E.  /  Macmillan  &  Co.,  N.  Y.  1.50 

MISCELLANEOUS. 

Beard,  D.  C.  American  boys’  handy  book. 

Chas.  Scribner’s  Sons,  N.  Y.  2.00 

Rocheleau,  W.  F.  Great  American  industries.  3  v. 

A.  Flanagan  &  Co.,  Chicago.  1.05 

James,  J.  A.  and  )  Government  in  State  and  Nation. 
Sanford,  A.  H.  j  Chas. Scribner’s  Sons,  N.  Y.  1.00 

Scudder,  H.  E.  Children’s  book. 

Houghton,  Mifflin  &  Co.,  Boston.  2.50 

Webster,  Noah,  ed.  Collegiate  dictionary. 

G.  &  C.  Merriam,  Springfield,  Mass.  3.00 


—15— 


The  School  Calendar. 
1904. 

WINTER  TERM. 


January  5,  Tuesday 

January  6,  Wednesday 
March  22 ,  Tuesday 


Entrance  Examinations  and ] 
Classification 

Class  W irk  begins 
Winter  Term  ends 


SPRING  TERM 


March  29,  Tuesday 
June  17,  Friday. 

June  20,  Monday 
June  21 ,  Tuesday 
June  29,  Friday 


SUMMER  TERM 


Class  Work  begins 


Spring  Term  ends 


Classification 
Class  Work  begins 
Summer  Term  ends 


16— 


